COURSE SYLLABUS

Course Number GINST 001

Descriptive Title Transformative Education through Critical Approach
Units Three Units
Hours per Week Three
Instructor Christopher John R. Caracter, LPT
[email protected]/09973495947

COURSE DESCRIPTION:

This three-unit course introduces the students to a Transformative Education through critical
approach. The treatment of the course first of all recognizes the fact that students who find
themselves in Higher Education Institutions already carry with them some formed beliefs,
unquestioned assumptions or habits of minds that need to be critically examined with the
desired goal to lead an emancipated and purposeful life. The course uncovers various kinds of
assumptions or perspectives about which teachers and students have to be critical about in
forming important decisions in life. Some theoretical tools or models of transformative
learning are employed in this course. The development and employment of critical thinking
competencies by the students is a necessary means by which critical reflections on important
issues can be carried out. The students are expected to engage themselves in critical
discourses on some current issues, especially in the field of education, which are mired in
some heated political, economic and cultural discussions of the time. The practical and social
dimension of the course requires the students to engage themselves in some ‘transformative
advocacy programs’ of the University that are implementable within their localities.
Pre-requisite: None
Co-requisite: None

Course Learning Outcomes

At the end of the course, the students can

1. Explain transformative learning theory and its basic concepts;

2. Critically re-examine assimilated assumptions, beliefs, feelings, and value using tranformative
learning theory;
3. Evaluate the assumptions of a power-induced, politically sustained, and socially constructed
world;4. Identify conflicts of power and interests manifesting in the wider social, institutional,
and political contexts;
5. Investigate alternative explanations or perspectives;
6. Discuss the different functions of ideologies and how they shape a person’s worldview;
7. Point out how knowledge and language could be used to project power and domination;
8. Determine the influence, limits, and danger of reductionism to the production and
dissemination of knowledge;

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9. Distinguish the semantics and pragmatics of discourse;

10. Identify errors in arguments;

11. Explain the relationship between human interest and knowledge;
12. Use critical discourse analysis to examine the issue of power asymmetries, manipulation,
exploitation, and structural inequalities in the field of education, media, and politics;
13. Demonstrate critical reflection by means of assessing one’s assimilated beliefs, feelings,
values, and worldview.
14. Appraise the reasons supporting their beliefs and those of other people;
15. Apply taxonomy of learning domains to formulate interesting academic questions;
16. Design and implement a transformative learning advocacy initiative.

COURSE OUTLINE:

Time Outline of Topics

Frame
Week 1 Overview of Transformative Learning and Diagnosing the Learner’s Assumption

Transformative aspect: Nature of Assumption

Week 2 Ideology in a transformative way of learning
Transformative learning through Power
Fallacies
Prelim Examination
Week 3 Reductionism
Complex Nature of Language
Week 4 Knowledge and Interests
Midterm Examination
Week 5 Transformative Learning through Critical Discourse
Transformative Learning through Critical Reflection Oct 2 –
Developing Critical Thinking Skills
Week 6 Formulating Questions using Taxonomy of Learning
Transformative Advocacy
Final Examination

REFERENCES:

Advocacy Program accessed at https://ctb.ku.edu/en/table-of-contents/advocacy/advocacy-

research.

Ahmed, Abdelhamid . Ontological, Epistemological and Methodological Assumptions:

Qualitative Versus Quantitative. https://files.eric.ed.gov/fulltext/ED504903.pdf; accessed
February 18, 2018.

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Bloom’s Taxonomy: Creating Effective Learning Objectives and Assessments; accessed at
https://carey.jhu.edu/uploads/faculty/BLOOMS_WORKSHOP.pdf; May 31, 2019.
Bloom’s Taxonomy of Learning Domains; accessed at https://www.nbna.org/files/Blooms
%20Taxonomy%20of%20Learning.pdf; May 31, 2019.

Module One
OVERVIEW OF TRANSFORMATIVE LEARNING AND DIAGNOSING THE LEARNER’S ASSUMPTION

Transformative learning theory was developed by Jack Mezirow, an American

sociologist and educator. Mezirow defines transformative learning as "the process of effecting
change in a frame of reference. A frame of reference is a "structure of assumptions through
which we understand our experience". Brookfield defines assumptions as "the taken-for-granted
beliefs about the world and our place within it that guide our actions. "Taken-for-granted beliefs
presumed to be true, although their centrality is not yet established nor known. In short, a frame
reference is a set of taken-for-granted beliefs. The purpose of transformative learning, according
to Mezirow is to make of frame reference more inclusive, discriminating, open, emotionally
capable of change and reflective so that they may generate beliefs and opinions that will prove
truer or justified to guide action. Transformative learning focuses on problematic frames of
reference. These frames could be result of cultural bias, prejudice, hate, stereotyping, sexism,
Islamophobia, and homophobic tendencies.

LEARNING OUTCOMES
At the end of this module, you are expected to

1. Identify some problematic frames of reference and correct them.

2. Transform some basic assumptions you learn from the Old traditions, culture, and even family
orientation.
3. Contrast the kinds of assumption by citing concrete examples

Learning Activity 1:
In this activity you are asked to identify what you think are problematic frames or reference.
Identify five and write them on the left column of the table. On the right column give your
reason why you think that particular frame of reference is problematic.

For example:
Frame of reference Why this frame of reference is problematic
The right place of women is in the house Women can also excel in other fields other
taking care of the children than child-rearing
Students who perform poorly in academics The learning styles of the students were not
are lazy considered in designating the course

Frame of reference Why this frame of reference is problematic

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Lesson 1: NATURE OF ASSUMPTION

CONTENT

Assumption Defined

Stephen Brookfield defines assumptions as “taken-for-granted beliefs about the world

and our place within it that guide our actions.” Kies says that assumptions are beliefs or ideas
that we hold to be true-often with little or no evidence required. It can also be defined as
An assumption is an unexamined belief: what we think without realizing we think it. Our
inferences (also called conclusions) are often based on assumptions that we haven't thought
about critically. A critical thinker, however, is attentive to these assumptions because they are
sometimes incorrect or misguided. Just because we assume something is true doesn't mean it is.

Kinds of Assumptions

Brookfield identifies three kinds of assumptions, namely, paradigmatic, prescriptive, and

casual. According to him paradigmatic assumptions are “structuring assumptions we used to
order the world into fundamental categories”. The operative word here is “fundamental
categories.” This means that we assume that some things, actions, people, and events have their
proper place in the world. For examples: Gifts are symbols of generosity, cooking is a skill,
educated people possess
good manners, Teachers are exemplars of moral excellence, Birthdays are joyous events.
Nkwake lists down five forms of paradigmatic assumptions-ontological, epistemological,
cultural, and idiosyncratic assumptions.
Ontological assumptions are assumptions we make about reality. Epistemological assumptions
are assumptions about how reality can be known. Cultural assumptions are cultural biases
through which we interpret the world. Idiosyncratic assumptions are products of an individual’s
personal experience.
Prescriptive assumptions are assumptions about what we think ought to be happening in a
particular situation.
Paradigmatic assumption: Students learns best though collaborative learning activity.
Prescriptive assumption: Teachers should engage students in collaborative learning activity
to maximize learning

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Casual assumptions are assumptions about how the different parts of the world work and about
the conditions under which these can be changes. For example, when there is smoke, there is fire.

Learning activity 2:

Name: ________________________________________ Course: _________________

Directions: Give your personal paradigmatic assumption of the topics listed on the left column.
On the right column, write your paradigmatic assumption. Write legibly
Topic My personal paradigmatic assumption
Marriage
Religion
Education
Honesty
Family
Friendship
Death
Old people
Police officers
Politicians

Learning Activity 3:

Name: ____________________________________ Course: _____________________

Directions: In this activity, you need the help of other people. They could be your parents,
siblings, friends, relatives, or neighbors. Ask them about their prescriptive assumption about the
topics listed on the left column. On the right column, write their responses. You need to explain
to them the concept of the prescriptive assumption.
Topic Prescriptive assumption

Marriage

Religion

Education

Honesty

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Family

Friendship

Death

Old people

Police officers
politicians

Module 2

IDEOLOGY

INTRODUCTION

This topic brings the learner to the authentic world of his/her everyday experiences.
Through his/her family, community, and society. It can start within the culture he/she belongs,
and the foundation of the vision of his/her ideology. Figuring this vision is to look at clearly and
closely the different ideologies originated from the different perspectives in Philosophy,
political, sociological and other social movement.
Putting it in an operation the learner evaluates critically the social consequences of
ideology with identifying and analyzing its various types. As a learner who is foreseeing the
figure of his/her future should understand the motif of the challenges within his/her periphery. It
is by conceptualizing clearly the situation of his/her involvements.

LEARNING OUTCOMES
At the end of the lesson, you are expected to:
1. Explain general understanding of ideology.
2. Identify and analyze various types or kinds of ideology.
3. Elaborate the importance of ideology.
4. Transform one ideology.

Let’s Explore your Ideology

In your own understanding. Give one word that

best describe the illustration on the right side.

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There is no right or wrong answer in this area of question. Every idea you have is a big
contribution to the learning of others!

CONTENT

IDEOLOGY
an “idea” is whatever comes to mind. Any idea is potentially a component of ideology.
Both animals and humans experience the world as sensation, but only humans can nurture their
sensations as ideas through reflection and signification and, in combination with other ideas,
empower as ideology. Ideology Is a social tool capable of changing what is into what can be.

ORIGIN OF “IDEOLOGY” AND TRANSFORMATION OF ITS MEANING

Ideas are as ancient as human kind is, John Locke (1632-1704) had reformulated the
concept of an “idea” in the context of a Cartesian universe, as “the mind’s immediate object of
perception, thought, or understanding.” Locke’s intellectual precursors had already launched
investigations into provocative topics like human nature, freedom, religion, society, law and art.
Francis Bacon (1561-1626) in his Advancement of Learning (1605), argued specifically that the
mind must be educated and disciplined in defense against bad habits of thought, or else people
would become led to believe what is false or misleading and thereby become complacent and to
easily accepting of authority.
Rene Descartes (1596-1650) wrote cogito ergo sum (“I am thinking therefore I exist”), which
inspired Locke to propose that sensation and reflection were the source of ideas. Locke’s
proposition diffused to France with Voltaire (1694-1778), where Etienne Bonnot de Condillac
(1750-1780) argued that sensation was the only source of ideas. It was at this point that Destutt
de Tracy, who had spent prison time during the Reign of Terror reading Locke and Condillac,
invented the term “ideology. Tracy considered his “ideology” to be a natural science, but he was
also a social activist interested in educational reform, and promoted the doctrines of liberalism
and free trade against centralization of authority.
IDEAS AND BELIEFS
Ideas were seen as the object of a new science of ideology, as proposed in the wake of
philosophical movement of the French Enlightenment. Later, ideologies acquired their negative
connotation as systems of the dominant ideas of the ruling class. Or they were defined as the
false ideas of the working class being misguided about the conditions of its existence. As a more
sophisticated version of such false consciousness, ideologies were later described in terms of the
persuasive, hegemonic ideas being accepted by dominated groups as part of their common sense
about the nature of society and their place in it. And finally, beyond the confines of an analysis
of class struggle, ideologies have been viewed more generally as any system of self-serving,

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mythical or otherwise deceptive ideas defined in contrast with the true ideas of our' science,
history, culture, institution or party.
Beliefs are not thoughts that are limited to what exists, or what is (or may be) true or
false. They may also pertain to evaluations, that is, to what we think (find) to be good or bad,
nice or ugly, permitted or forbidden, acceptable or unacceptable, and so on.
SOCIAL FUNCTIONS OF IDEOLOGIES
First, Ideologies organize and ground the social representations shared by the members of
ideological groups. Secondly, they are the ultimate basis of the discourses and other social
practices of the members of social groups as group members. Thirdly, they allow members to
organize and coordinate their (joint)actions and interactions in view of the goals and interests of
the group as a whole.
STRUCTURE OF IDEOLOGIES
Structures of ideologies are similar to those of other social representations. For
instance, if scripts organize our knowledge about stereotypical events, do ideologies also have
such a script-like nature. This assumption may be rejected without much hesitation: whatever we
know about ideologies, they do not in any way reflect the stereotypical structures of events. First,
ideologies
are much more general and abstract, and do not merely apply to specific types of cultural events,
such as shopping or going to the movies. Second, ideologies not only apply to events, but also to
situations, processes, groups, group relations and other facts
POLITICAL IDEOLOGY
1. “set of beliefs about the proper order of society and how it can be achieved”
2. A coherent set of ideas of on how people should live together should live together.
SOME OF THE MAJOR POLITICAL IDEOLOGIES
 LIBERALISM

o Desire for a free, open, tolerant society. Humans as rational and able to
recognize and promote self-recognize and promote self-interest. Liberty
and equality of

opportunity. Classical Liberalism versus Modern (Welfare) Liberalism. -

John Stuart Mill
 FOUR FUNCTIONS
 Explanatory: Social conditions are the result of individual
choices and actions. Evaluative: Societies work best when
individuals are free to do as they wish without harming or
violating rights of others. Orientation: Rational, self-
interested individuals (and hence equal). Programmatic:
programs for promoting individual liberty (classical) and
opportunity (welfare).
 CONSERVATISM
o Human imperfection Human imperfection. Focused on conserving existing
social. Custom and tradition as ‘latent ‘latent wisdom’ wisdom. Organic
view of society. Acceptance of inequality. Freedom and order.

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 FOUR FUNCTIONS
 Explanatory: Social conditions are the result of human
imperfections (intellectual and moral. Evaluative Success
is a question of social order and harmony. Orientation:
Each of us is part of a greater whole, and we should act
with interest of society (not just self) in mind.
Programmatic: Slow and cautious change.
 SOCIALISM
o Economic Equality “True Equality”. Economic Planning and the Welfare
State
 FOUR FUNCTIONS
 Explanatory: Social conditions can only be understood by
reference to economic and class relations. Evaluative:
Sharpness of economic divisions (exploitive?) determines
health of society. Orientation: People should think of
themselves in terms of their economic class position.
Programmatic: Policies must be put into place to advance
economic equality which is a prerequisite for ‘true’
political equality.
 COMMUNISM
o Communism is a philosophy of government / society based on the ideals
of Marxism / Socialism.
 Explanatory: Social conditions determined by economic
and class relations. Evaluative: Sharpness of class
divisions.
determines stage of development. Orientation: People
should think of themselves in terms of their class position.
Programmatic: Policies must be put into place to advance
movement toward place to advance movement toward
communist revolution and ‘classless society.
IDEOLOGIES AS COGNITIVE SYSTEM

 Ideologies are cognitive systems that clarify to people the essence and aims of a
particular subject e.g. (education), and the criteria by which people choose the
type of education they prefer over others.
 Ideologies are social control mechanisms, by means of which agreement is
reached in various societies about the accepted ways of practice, through which
these societies try to ensure their continuing progress.

Reflecti
ons
1. Sight one example of ideology within your family that you follow along the years.
Elaborate, how this ideology widens your identity, and character. See the rubric below

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POWER

INTRODUCTION

This chapter will give you benefit to empower your power. There are things that we have
to consider to be engaged this topic. We have to be more specific on what power is. As well as
the advantages and disadvantages of embracing this gift. Theories are in touch with the definition
of power and there are philosophers and other fields that bring power into a multiple and specific
contextualization.
As a learner who are in the field of study, you cannot deny the fact in the near future you
will gain power and stand in a position of authority. This topic is not to control and manipulate
your mind on how to use the power in the context of oppression or even degrading others. It is a
power that conceptualize the internal and meta-differences of human.

LEARNING OUTCOMES

At the end of the lesson you are expected to:

1. Evaluate how the government authorities exercise their power amidst pandemic.
2. Learn to handle power from good leadership.

Attach your half body picture and scale yourself to 100% of

Power given.

Synergy
Additional Instruction: 10-20-30-40-50-60-70-80-90-100

Four terminologies on the right are

Collaboration
specifically part of our day to day 10-20-30-40-50-60-70-80-90-100
activities. Evaluate yourself by
checking the numbers below of each
term. 10 is the lowest and 100 is the Coordination
highest. 10-20-30-40-50-60-70-80-90-100
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Cooperation
10-20-30-40-50-60-70-80-90-100

CONTENT
Let’s see the classical view, power is always bound up with a system of law and the production
of discourse. But for Michel Foucault, law is itself only the end product of power/knowledge
relation. Power, for Foucault, is the moving substrata of force relations having no "inner" or
"outer" domain. He insisted that power as a relational force that permeates the entire social body,
connecting all social groups in a web of mutual influence.

POWER AS DOMINATION: The arrival

As a central concept within Western social theory, the academic study of power has been
approached in many ways, yielding diverse and valuable insights. For example, some theorists
have focused on the different forms that power takes, as well as the bases or resources that
permit the exercise of power. Some have explored the complex relationship between the
quantitative distribution of power and the processes of social consent that legitimate various
expressions of power. some have examined the changing ways that power circulates throughout
societies, constructing social institutions as well as individual subjectivities, as it imposes order
and discipline in historically specific ways. and others have approached the subject of power
from other theoretical perspectives.

POWER-TO
Is the basis of models in the physical and natural sciences. It could serve as the
basis for an alternative model of social power.
POWER-OVER
It highlights issues of social conflict, control, and coercion, which have been the
primary focus of Western social and political scientists.
POWER AS CAPACITY
It is a transformative capacity or the capacity to achieve outcomes. According to Giddens
power is not necessarily linked with conflict... and power is not inherently oppressive. Indeed,
there is power in cooperation among equals, and even when power is unequally distributed it can

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still be express in forms that are not oppressive as in the empowering relationship that can exist
between a nurturing parent and child.
FEMINIST MODEL OF POWER
Accordingly, feminism starter even the times of the ancient era. And it blown on the face of
unequal society. May feminist philosophers acquired the title of being “Radical Feminist” one of these is
the famous Simon De Beauvoir who is an existentialist philosopher and political activist during her time.
But not all the feminists followed what Simon is thinking off. Other feminists re-engaged feminism in a
different aspect, like Luce Irigaray. The power as domination paradigm served as a more subtle structure
of male privilege. And when competitive power struggles are seen as inevitable expressions of human
nature, this places most women at a physical disadvantage to most men. Throughout the public sphere, in
our economy, political institutions, judicial systems, educational systems, and so forth, systems of reward
tend to privilege conventionally “masculine” adversarial traits over conventionally “feminine”
traits such as caring and cooperation. What women exposed is the devalues of caring and
mutualistic qualities. One feminist stands out the legible form of power, Mary Parker Follett,
articulated a distinction between “coercive” and “coactive” power, or “power over” and “power
with”. Follett

argued that the usual understanding of power relations as coercive was limited and problematic.
She argued instead for an expanded understanding a “conception of power-with, a jointly
developed power, a co-active, not a coercive power” that could serve as a new normative basis
for social and political relations.

TOWARD A UNIFIED SCHEMA1

POWER AS CAPACITY
Let’s see this ADVERSARIES RELATIONS MUTUALISTIC RELATIONS
figure “POWER AGAINST” “POWER WITH”
COMPETITION COOPERATION
Formulated this schema
by recognizing the
“power to” vs. “power
over”. “Power to” in a INEQUALITY EQUALITY INEQUALITY EQUALITY
broadest sense denotes
power as capacity. If we “POWER OVER” “BALANCE POWER” ASSISTED MUTUAL
say “we have power EMPOWERMENT EMPOWERMENT
over” this simply saying Coercion Stalemate Synergy
“we have the power to Domination Compromise Education Collaboration
exercise control over that Oppression Frustration Nurturance Coordination
person” Feminist system Win/lose Lose/lose Assistance Win/win
models point the relation (win)/win
of power that do not
entail exercising “over power”. Arose of the “power with” one another, it referred to as mutualistic power relations which constitutes one
another.

Reflecti
ons
1
The power of discourse and the discourse of power: Pursuing peace through discourse intervention, Karlberg, Michael, International Journal of Peace Studies, Volume 10, Number 1,
Spring/Summer 2005

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1. We are currently experiencing pandemic, and all the regular activities we have since then
were stop by this global issue, everyone is affected, even business, education, health, and
small communities. This is the time that our leaders can fully exercise their power within
their periphery. How do you evaluate the authorities from the government in exercising
their power during this time of pandemic? Use the unified schema as the foundation of
your thought. See the rubric below

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Ideological mind intervention! Re-read the definition of ideology. Give one ideology that you can
transform from what is into what can be
See the attached rubric below

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Enhance your knowledge in power

A. Evaluate the use of “power to” in our society. Elaborate your answer
B. Compare and contrast “equality” and “equity”
C. According to Giddens power is not necessarily linked with conflict... and power is not
inherently oppressive. How can you lead a community without using power as dominant
rule to engage in leadership? Elaborate your answer
(You can use another paper to explore and express more your knowledge)
see the attached rubric below
CRITERIA UNSATISFACTORY NEEDS IMPROVEMENT SATISFACATORY OUTSTANDING (10)
(3-4) (5-7) (8-9)
Content & Content is incomplete.  Content is not comprehensive and or persuasive.
- Major points are addressed, but not well
Content is accurate and persuasive.
- Major points are stated.
Content is comprehensive, accurate, and
persuasive.
Major points are not clear.
development Specific examples are not used. supported. - Responses are adequate and address - Major points are stated clearly and are
- Responses are inadequate or do not address topic. well supported.
topic. - Content is clear. - Responses are excellent, timely and
-Specific examples do not support topic. -Specific examples are used. address topic.
- Content is clear.
-Specific examples are used.
Organizational Organization and structure detract from
the message. Writing is disjointed and
Structure of the paper is not easy to follow.
- Transitions need improvement.
Structure is mostly clear and easy to
follow.
Structure of the paper is clear and easy to
follow.
structure lacks transition of thoughts. - Conclusion is missing, or if provided, does not - Transitions are present. - Transitions are logical and maintain the
flow from the body of the paper. - Conclusion is logical. flow of thought throughout the paper.
- Conclusion is logical and flows from the
body of the paper.
Grammar, Paper contains numerous grammatical,
punctuation, and spelling errors.
Paper contains few grammatical, punctuation and
spelling errors.
Rules of grammar, usage, and
punctuation are followed with minor
Rules of grammar, usage, and punctuation
are followed; spelling is correct.
punctuation and errors.
spelling Spelling is correct.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE,

INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING
ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF
THE UNIVERSITY IS STRICTLY PROHIBITED.
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THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE,

INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING
ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF
THE UNIVERSITY IS STRICTLY PROHIBITED.
15